Research “A wiki is a webpage that can be viewed and modified by anybody with a web browser and access to the internet” (Educause, 2005). Wikis are asynchronous. This asynchrony helps to encourage feedback and revision as members of the wiki have the ability to continue building on one another’s work. Providing digital natives opportunities to engage in authentic learning experiences in a format they are more familiar with, while highlighting how online tools can be used to enhance literacy productivity (Sanden and Darragh, 2011). Navigating wikis requires an understanding of new literacies (Leu, McVerry, O’Byrne, Kiili, Zawilinski, Everett-Cacopardo, Kennedy, & Forzani, 2011). Just because a student has had access and is a digital native does not mean they will inherently know how to use the technology. Therefore, it is imperative for teachers to guide students in learning how to use wikis and in an understanding of new literacies. Wikis can have a positive effect on literacy growth but growth is dependent on the effective implementation of teachers and they must be used as they were intended, as collaborative tools, setting rigid guidelines as a teacher removes the elements that promote literacy growth (Sanden and Darragh, 2011). Lesson/Standards Breakdown When thinking of a lesson that would incorporate the technology knowledge (TK) of wikis and the digital literacies that go along with wikis I began planning a lesson that would extend previous learning about animals while providing authentic opportunities to use technology and incorporate previous taught skills of how to locate information online (KTS 6.1, KTS 6.3, and ISTE 6d). While planning I provided choice (ILA 4.2) and scaffolds with voice threads, color code, google docs to provide an opportunity for voice typing, and gradual release which provided peer groups a social atmosphere with low risk (ILA 5.2). These scaffolds provided the modifications and accommodations to improve digital literacies and move toward reading development and achievement (ILA 1.3). As a Kindergarten teacher, I felt it necessary to focus strongly on PK (pedagogical knowledge) because wiki format can be difficult for students just beginning to learn about digital literacies. I wanted to provide enough support through gradual release of independent wiki use (KTS 6.2) so students could troubleshoot tech problems before asking the teacher for help (ISTE 6c). One particular support, that still provided lots of choice, but helped promote safety was to create a playlist on my You Tube channel and link it to the wiki (ISTE 5a). During the lesson itself I focused my CK (content knowledge) on comparing and contrasting a wide range of text by exploring print resources and a digital resources (RI.K.9, ILA 2.3). The lesson prompts for students to work together collaboratively and publish their findings through the wiki on a google doc to solve the problem of sharing information with others (ISTE 2a, ISTE 2b). As students work through the books and videos they will be encourage to collaborate through speaking and listening. Students should follow agreed upon rules for discussion and add to one another’s conversations (SL.1a, SL.1b, SL.6). This discussion will serve as prewriting before the students tell facts (W.K.2) as they compare information from various formats on a google doc using the voice typing function (W.K.6). Collaboration with peers will give a chance for students to give instant feedback and for groups to add/delete their responses on the google doc (W.K.5). I was concerned initially about how to engage Kindergarteners with a wiki. I feel more confident about ways to work around hindrances, such as typing, and feel like the tools I have found to help the students be successful will better my practice and help make the use of technology in my classroom more accessible.
References
Sanden, S., & Darragh, J. (2011). Wiki use in the 21st-century literacy classroom: A framework for evaluation. Contemporary Issues in Technology and Teacher Education, 11(1), 6-20. Carroll J. (2011). From encyclopedias to search engines: Technological change and its impact on literacy learning. Literacy Learning: The Middle Years, 19 (2), 27-34.
Educause Learning Initiative. (2005). 7 Things You Should Know about Wikis [Brochure].
Leu, D. J., McVerry, J.G., O’Byrne, W.I., Kiili, C., Zawilinski, L., Everett-Cacopardo, H., Kennedy, C., and Forzani, E. (2011). The new literacies of online reading comprehension: Expanding the literacy and learning curriculum. Journal of Adolescent & Adult Literacy, 55 (1),5-14.
Research
“A wiki is a webpage that can be viewed and modified by anybody with a web browser and access to the internet” (Educause, 2005). Wikis are asynchronous. This asynchrony helps to encourage feedback and revision as members of the wiki have the ability to continue building on one another’s work. Providing digital natives opportunities to engage in authentic learning experiences in a format they are more familiar with, while highlighting how online tools can be used to enhance literacy productivity (Sanden and Darragh, 2011). Navigating wikis requires an understanding of new literacies (Leu, McVerry, O’Byrne, Kiili, Zawilinski, Everett-Cacopardo, Kennedy, & Forzani, 2011). Just because a student has had access and is a digital native does not mean they will inherently know how to use the technology. Therefore, it is imperative for teachers to guide students in learning how to use wikis and in an understanding of new literacies. Wikis can have a positive effect on literacy growth but growth is dependent on the effective implementation of teachers and they must be used as they were intended, as collaborative tools, setting rigid guidelines as a teacher removes the elements that promote literacy growth (Sanden and Darragh, 2011).
Lesson/Standards Breakdown
When thinking of a lesson that would incorporate the technology knowledge (TK) of wikis and the digital literacies that go along with wikis I began planning a lesson that would extend previous learning about animals while providing authentic opportunities to use technology and incorporate previous taught skills of how to locate information online (KTS 6.1, KTS 6.3, and ISTE 6d). While planning I provided choice (ILA 4.2) and scaffolds with voice threads, color code, google docs to provide an opportunity for voice typing, and gradual release which provided peer groups a social atmosphere with low risk (ILA 5.2). These scaffolds provided the modifications and accommodations to improve digital literacies and move toward reading development and achievement (ILA 1.3). As a Kindergarten teacher, I felt it necessary to focus strongly on PK (pedagogical knowledge) because wiki format can be difficult for students just beginning to learn about digital literacies. I wanted to provide enough support through gradual release of independent wiki use (KTS 6.2) so students could troubleshoot tech problems before asking the teacher for help (ISTE 6c). One particular support, that still provided lots of choice, but helped promote safety was to create a playlist on my You Tube channel and link it to the wiki (ISTE 5a).
During the lesson itself I focused my CK (content knowledge) on comparing and contrasting a wide range of text by exploring print resources and a digital resources (RI.K.9, ILA 2.3). The lesson prompts for students to work together collaboratively and publish their findings through the wiki on a google doc to solve the problem of sharing information with others (ISTE 2a, ISTE 2b). As students work through the books and videos they will be encourage to collaborate through speaking and listening. Students should follow agreed upon rules for discussion and add to one another’s conversations (SL.1a, SL.1b, SL.6). This discussion will serve as prewriting before the students tell facts (W.K.2) as they compare information from various formats on a google doc using the voice typing function (W.K.6). Collaboration with peers will give a chance for students to give instant feedback and for groups to add/delete their responses on the google doc (W.K.5).
I was concerned initially about how to engage Kindergarteners with a wiki. I feel more confident about ways to work around hindrances, such as typing, and feel like the tools I have found to help the students be successful will better my practice and help make the use of technology in my classroom more accessible.
References
Sanden, S., & Darragh, J. (2011). Wiki use in the 21st-century literacy classroom: A framework for evaluation. Contemporary Issues in Technology and Teacher Education, 11(1), 6-20.
Carroll J. (2011). From encyclopedias to search engines: Technological change and its impact on literacy learning. Literacy Learning: The Middle Years, 19 (2), 27-34.
Educause Learning Initiative. (2005). 7 Things You Should Know about Wikis [Brochure].
Leu, D. J., McVerry, J.G., O’Byrne, W.I., Kiili, C., Zawilinski, L., Everett-Cacopardo, H., Kennedy, C., and Forzani, E. (2011). The new literacies of online reading comprehension: Expanding the literacy and learning curriculum. Journal of Adolescent & Adult Literacy, 55 (1),5-14.